University of Dundee, Dundee, Scotland.
Peninsula School of Medicine and Dentistry , Exeter, Peninsula, UK.
BMC Med Educ. 2024 Nov 16;24(1):1321. doi: 10.1186/s12909-024-06269-2.
Self-Directed Learning (SDL) is a subjective concept with no universally agreed definition. The aim of this project was to obtain the perspectives of Orthopaedic trainee registrars on SDL.
Seven Orthopaedic trainees in the Southwest Peninsula region were recruited in person by the primary author as an Orthopaedic trainee on the same programme as the participants. A one-hour Microsoft teams video interview was arranged at a mutually convenient time exploring several topics including learning resources, experiential learning, learning strategies, training programme requirements and assessment. The interviews were audio recorded and transcribed verbatim. Transcripts were coded using Corbin's and Strauss's published coding method and analysed to develop a model of SDL in this training context.
Six learning stages were identified from the coded transcripts and these stages were like Knowles's stages of SDL. Participants felt less autonomous during the identification of knowledge gaps, goal setting and evaluation of learning stages. Participants perceived to have more control over the selection of strategies, and learning stages of SDL. The factors which influenced autonomy at various stages of SDL included supervisors, experiential learning opportunities, service provision competing with learning opportunities, training programme requirements and the power dynamic between trainees and supervisors. Self-advocacy by the trainees for experiential learning opportunities and for their progression was an additional action relevant to SDL that was evident. Online learning resources such as Orthobullets.com, YouTube videos, external revision courses, collaboration and webinars encouraged more autonomy with SDL.
Although the United kingdom's Trauma and Orthopaedic curriculum is described as trainee led and SDL is encouraged, in practice Orthopaedic trainees felt limited autonomy with the various stages of SDL due to external factors including their level of experience and the training environment. Trainees' experiences around self-advocacy highlighted the importance of a collaborative and supportive learning culture emphasising dialogue, receiving high quality feedback, and openness for successful progression.
自主学习（SDL）是一个主观的概念，没有普遍认同的定义。本项目的目的是了解骨科住院医师对 SDL 的看法。
通过主要作者亲自招募，在西南半岛地区招募了 7 名骨科住院医师，他们是与参与者同专业的骨科住院医师。在双方方便的时间安排了一个 1 小时的 Microsoft teams 视频采访，探讨了几个主题，包括学习资源、体验式学习、学习策略、培训计划要求和评估。采访进行了录音，并逐字转录。使用 Corbin 和 Strauss 发布的编码方法对抄本进行编码，并进行分析，以在这种培训背景下建立 SDL 模型。
从编码的抄本中确定了六个学习阶段，这些阶段类似于 Knowles 的 SDL 阶段。参与者在发现知识差距、设定目标和评估学习阶段时，感到自主性较低。参与者认为他们对策略的选择和 SDL 的学习阶段有更多的控制。影响 SDL 各个阶段自主性的因素包括主管、体验式学习机会、服务提供与学习机会竞争、培训计划要求以及住院医师和主管之间的权力动态。住院医师为体验式学习机会和自身发展进行自我倡导是 SDL 的一个额外行动。 Orthobullets.com、YouTube 视频、外部复习课程、协作和网络研讨会等在线学习资源鼓励更多的自主学习。
尽管英国的创伤和骨科课程被描述为以学员为主导，鼓励 SDL，但在实践中，由于外部因素，如他们的经验水平和培训环境，骨科住院医师在 SDL 的各个阶段都感到自主性有限。住院医师在自我倡导方面的经验强调了协作和支持性学习文化的重要性，强调对话、获得高质量的反馈和开放心态对于成功的进步至关重要。
